The Role of Positive Psychological States in Online Learning

2015 ◽  
Vol 39 (5) ◽  
pp. 626-649 ◽  
Author(s):  
Joshua J. Daspit ◽  
T. C. Mims ◽  
Staci M. Zavattaro
Keyword(s):  
Online Learning ◽  
Psychological States

Modality and folk psychology

2019 ◽  
Vol 28 (1) ◽  
pp. 19-27
Author(s):  
Ja. O. Petik
Keyword(s):  
Modal Logic ◽  
Brain Activity ◽  
Formal System ◽  
Philosophy Of Logic ◽  
Psychological States ◽  
Formal Systems ◽  
Modern Psychology ◽  
Philosophical Interpretation ◽  
Important Direction

The connection of the modern psychology and formal systems remains an important direction of research. This paper is centered on philosophical problems surrounding relations between mental and logic. Main attention is given to philosophy of logic but certain ideas are introduced that can be incorporated into the practical philosophical logic. The definition and properties of basic modal logic and descending ones which are used in study of mental activity are in view. The defining role of philosophical interpretation of modality for the particular formal system used for research in the field of psychological states of agents is postulated. Different semantics of modal logic are studied. The hypothesis about the connection of research in cognitive psychology (semantics of brain activity) and formal systems connected to research of psychological states is stated.

scholarly journals Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

2021 ◽  
Vol 11 (5) ◽  
pp. 57
Author(s):  
Valentina Cesari ◽  
Benedetta Galgani ◽  
Angelo Gemignani ◽  
Danilo Menicucci
Keyword(s):  
Online Learning ◽  
Virtual Environments ◽  
Information Technologies ◽  
Physical Distance ◽  
Traditional Learning ◽  
Sense Of Presence ◽  
Lack Of Control ◽  
Multisensory Interactions ◽  
Feasible Alternative

Online-learning is a feasible alternative to in-person attendance during COVID-19 pandemic. In this period, information technologies have allowed sharing experiences, but have also highlighted some limitations compared to traditional learning. Learning is strongly supported by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), behavioral, emotional, and cognitive engagement, together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, boredom, and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning–supporting variables, this article aims at describing the role of flow, presence, engagement, and social interactions during online sessions and at characterizing multisensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed, or virtual reality can support the above-mentioned domains, and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

scholarly journals Role of Design Attributes to Determine the Intention to use Online Learning via Cognitive Beliefs

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
Aisha Younas ◽  
C.M. Nadeem Faisal ◽  
Muhammad Asif Habib ◽  
Rehan Ashraf ◽  
Mudassar Ahmad
Keyword(s):  
Online Learning ◽  
Intention To Use ◽  
Design Attributes ◽  
Cognitive Beliefs

Enhancing qualities of consciousness during online learning via multisensory interactions

2021 ◽  
Author(s):  
Valentina Cesari ◽  
Benedetta Galgani ◽  
Angelo Gemignani ◽  
Danilo Menicucci
Keyword(s):  
Online Learning ◽  
Virtual Environments ◽  
Information Technologies ◽  
Physical Distance ◽  
Sense Of Presence ◽  
Lack Of Control ◽  
Multisensory Interactions ◽  
Feasible Alternative ◽  
Time Information

Online-learning is a feasible alternative to the physical classroom during this current global COVID-19 pandemic. In this time, Information Technologies have allowed sharing experiences but has also highlighted some limitations compared to the traditional way of learning. Learning is strongly sustained by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement in activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning-supporting variables, this article aims at describing the role of flow, presence and social interactions during online sessions and characterizing multi sensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed or virtual reality can support abovementioned domains of consciousness and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

Encouraging Learners Interactions in an Emergency Remote Environment

Relay Journal ◽  
2020 ◽  
pp. 201-208
Author(s):  
Mizuka Tsukamoto
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Interaction ◽  
Online Learning Environment ◽  
First Semester ◽  
Teacher Student ◽  
Remote Environment ◽  
Made In

This paper provides reflections on my first semester of teaching emergency remote teaching (ERT), due to the outbreak of the COVID-19 pandemic. After describing the context, I have described the choices I made in order to create and maintain an online learning environment, where student interaction is maximised, and enables the instructor to focus on the role of being a facilitator. Though it was not without a few challenges, overall, it could be considered a successful first attempt with possibly more teacher-student and student-student interaction achieved by the end of the semester.

Motivation to learn, mobile learning and online learning climate: moderating role of learner interaction

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deepika Swain ◽  
Lalatendu Kesari Jena ◽  
Sanket Sunand Dash ◽  
Rama Shankar Yadav
Keyword(s):  
Online Learning ◽  
Mobile Learning ◽  
Learning Climate ◽  
Motivation To Learn ◽  
Content Type ◽  
Learner Interaction ◽  
To Come ◽  
The Times ◽  
Moderating Role

Purpose The purpose of this paper is to empirically exhibit the moderating effect of learner interaction (LI) on motivation to learn (MTL), mobile learning (ML) and online learning climate (OLC), so as to bring in enhanced rigour to the virtual knowledge dissemination during the times of crisis. Design/methodology/approach A total of 784 valid responses were considered for the confirmatory factor analysis to test the proposed hypotheses. Findings The study found that MTL and ML contributed to improved OLC and high LI moderated the positive relationship between MTL, ML and OLC. LI also directly contributed to an improved OLC. Practical implications Measures need to be designed to crowbar motivation to ensure heightened interaction of learners, to gear up the ML reach soaring heights achieving a dynamic OLC. Acclimatization of the OLC will be the visionary solution to tackle learning disruption during today’s pandemic times and also many other challenges to come in near-far future. Originality/value The current study established the moderating role of LI in influencing OLC, and also motivating facilitator’s for designing upgraded content, and thereby fuelling the intention to learn.

scholarly journals Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

2017 ◽  
Vol 7 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Szilvia Simándi
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Communities ◽  
Information Society ◽  
Online Learning Environment ◽  
Community Learning ◽  
Study Circles ◽  
Starting Point ◽  
Learning Centered

Abstract Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008), as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc.) there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013). Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010) Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

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